ELA6+Courage

toc Topic Courageous Characters: Character Analysis Students choose from stories about varied circumstances in which people acted with tremendous courage: In times of slavery, instances of shipwrecks, or during the days of unfair child labor practices. Students recognized that acts of courage may have lasting effects on others. In this unit, students have the opportunity to refine their definitions of courage by examining how characters--real and fictional--grow by overcoming obstacles. After reading about outwardly courageous people, students consider quiet acts of courage, and class discussions reveal the importance of those people who often remain unnoticed or left behind the scenes. Students examine how language and vocabulary enhance the reader's experience, cite specific passages of the text to justify their thoughts, and critically examine the artistic license often taken in historical fiction. In the culminating project for this unit, student write and publish their own stories of courageous characters.

**Essential Question:** How are acts of courage revealed in writing? //MS PowerPoint Presentation created by B. Wolcott//

[|New York State Module 2]

=Common Core Standards=


 * RL.6.9:** Compare and contrast texts in different forms of genres (e.g. stories and poems: historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
 * RL:6.2:** Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions and judgments.
 * W.6.1:** Write arguments to support claims with clear reasons and relevant evidence.
 * W.6.6:** Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others: demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single setting.
 * SL.6.2:** Interpret information presented in diverse formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
 * SL 6.3:** Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
 * L.6.3:** Use knowledge of language and its conventions when writing, speaking, reading, or listening.



=Suggested Student Objectives= //**SWBAT:**//
 * define courage and have the opportunity to redefine their definitions of courage
 * define related words and identify their parts of speech (e.g., courage, courageous, courageousness, conviction, convince, etc.)
 * recognize that acts of courage may have lasting effects on others
 * examine how real and frictional characters overcome obstacles
 * consider quiet acts of courage
 * compare and contrast stories with courageous characters
 * understand the importance of those people behind the scenes who often remain unnoticed
 * read a variety of literature and informational text about challenging historical events and memorable experiences
 * read informational text to understand the historical context for the setting of a story with courageous character
 * examine how language and vocabulary enhance the reader’s experience
 * explore the similarities and differences in authors’ characterization techniques.
 * cite specific passages of text to justify their thoughts
 * critically examine the artistic license often taken in historical fiction
 * summarize text without including personal or opinion statements
 * write an argument defending a courageous person

//** SWBAT: **//
 * Grammar and Punctuation **
 * identify and use pronouns in writing
 * identify antecedents
 * form possessive nouns and pronouns
 * identify and apply the use of grade level adjectives
 * form comparative and superlative adjectives
 * identify and apply the use of grade level adverbs
 * identify prepositions and prepositional phrases

=Terminology/Academic Vocabulary=
 * **Linked Vocabulary** |||| **Analytical Vocabulary** |||| **Writing Vocabulary** ||
 * antagonist || protagonist || clear reason || judgment || theme || thesis statement ||
 * similarities || differences || perception || arguments || voice || topic ||
 * fact || opinion || claims || convey || dialogue || transitions ||
 * point of view || perspective || events || credible source || tone || conclusion ||
 * concrete || suggest || supporting evidence || perspective || scene || style ||
 * compare || contrast || relevant evidence || reflection || viewpoint || persuasive ||
 * details || summary || character development || experience || setting || argumentative ||

=Required Novels and Novel Units= Activities, Selections, Articles:
 * UNIT 3A Courageous Characters **











VIII. Plessy v Ferguson

IX. Brown v Board of Education (1954)

X. The Little Rock Crisis

XI. Ruby Bridges Ruby Bridges Worksheet





XIII. School: Black and White (complete the rest of the story activity)





XVI. And the chorus kept singing of Freedom; poem about the four girls killed in the church bombing in Birmingham



I. Unlikely Hero: Oscar Schindler II. Emilie Schindler III. Irene Sendler IV. Price Constantin Karadja V. Introduction to the Holocaust; A Silent Timeline VI. Direction and Implementation Option (twelve activities) VII. Student Exit Slip Activity
 * UNIT 3A-2 Holocaust **


 * UNIT 3B Courageous Characters Continued; Novels Listed **

Bud Arguement

=**Suggested Additional Readings**= //__Heroes from The Holocaust__:// __//Slavery and Overcoming ://__**Slavery CC Suggested Resources**
 * (from CC Curriculum)**
 * Free At Last! Stories and Songs of Emancipation
 * The Tale of the Mandarin Ducks
 * Red Scarf Girl: A Memoir of the Cultural Revolution
 * Under the Blood-Red Sun
 * Snow Falling in Spring
 * Harriet Tubman
 * Narrative of the Life of Frederick Douglas
 * Many Thousands Gone
 * Additional Informational Text**
 * Tuvia Bielski
 * Breaking the Barrier; Cliffhanger (students must infer, visualize and summarize to predict the end of the story)
 * Decendant of grandparents who were murdered in Auschwitz; Evan Kaufman + Additional article of the History of Soccer
 * Harriet Tubman: conductor on the Underground Railroad (Ann Petry)
 * Narrative of the LIfe Frederick Douglass, An American Slave, Written by Himself (Frederick Douglass)
 * Rebels Against Slavery: American Slave Revolts (Patricia C. McKissack and Frederick I. McKissack)
 * Leon' Story (Leon Walter Tillage and SusanI. Roth)
 * Many Thousands Gone: African Americans from Slavery to Freedom (Companion to The People Could Fly; Virginia Hamilton, Leo Dillon and Diane Dillon)
 * Up before Daybreak: Cotton and People in America: (Deborah Hopkinson)

=Writing= Survivors from the Titanic reported that musicians on the ship played music to keep the passengers calm as the crew loaded the lifeboats. Do you think this was an act of courage? Why or why not? Write a well-developed paper that includes an engaging opening statement of your position, at least three clear reasons, and relevant evidence from the texts read. Edit your writing for the grammar conventions studied so far this year. Upload your published essay in the classroom blog, where you can receive feedback on the strength of your argument from your classmates.
 * WRITING (ARGUMENT): optional (R) - W.6.1**

(MS PowerPoint created by B. Wolcott)

In any time period in history, many different individuals may have exhibited characteristics that can be said to define him or her as courageous. Write an argument justifying your choice.
 * Culminating Assignment:**

=Resource Links=
 * [|www.BrainPop.com]
 * [] (Resource for Trapped Between the Lash and the Gun)
 * __Underground Railroad: Escape from Slavery-An Interactive Unit__ [|www.Scholastic.com] (To access the website type in the address bar everything that is underlined; (title and website)
 * [|www.readwritethink.org/materials/comic/index.html]
 * [|www.EdHelper.com]; Activities, quizzes, puzzles for academic vocabulary generated from the required reading. (subscription required)

//** BIOGRAPHIES **//
 * Click the links below for brief biographical information on the famous people whose "courage quotes" were introduced in class.**
 * [|Walt Disney]
 * [|Eleanor Roosevelt]
 * [|Winston Churchill]
 * [|Nelson Mandela]
 * [|C. S. Lewis]
 * [|John Wayne]
 * [|Mark Twain]
 * [|Bruce Lee]
 * Maya Angelou
 * Aristotle
 * e.e. cummings
 * John F. Kennedy (JFK)
 * Ernest Hemingway
 * Napoleon Bonaparte
 * L. Frank Baum
 * John Quincy Adams


 * Click the links below for brief biographical information on famous figures who could be considered "heroes" of the Great Depression:**
 * Franklin Delano Roosevelt (FDR)
 * "Cinderella Man" (James J. Braddock)
 * Seabiscuit
 * Rosie the Riveter (Working Women during WWII)


 * Click the links below for brief biographical information on famous figures who could be considered "heroes" of the Civil Rights Movement:**
 * [|Rosa Parks]
 * [|Medgar Evers]
 * [|Thurgood Marshall]
 * [|Fannie Lou Hamer]
 * [|Ruby Bridges]

=Activities= R = Required


 * CLASS DISCUSSIONS: RL.1-3**
 * What is meant by the word courage? Look up the word in a dictionary (print or online) and write your ideas down on a sticky note. Create a word map and when you find examples in the texts or units and add them to the map.
 * How do the stories in the unit provide insight into the courageous characters? How are their stories alike? How are they different? Cite specific information from the text to justify your response.
 * One reason for storytelling and song is to help people to get through experiences of sorrow and pain. Choose selections from this unit and talk with a partner about if and how the character from your story would find comfort in a creative of expression.

While reading the stoires about a courageous character; keep notes in your journal or on a shared online spreadsheet about the following:
 * LITERARY RESPONSE: (R) RL.3**
 * What obstacles does he/she overcome, and how does he/she do it?
 * How does the protagonist respond to different events?
 * What/who is the antagonist?
 * Does the character grow over the course of the novel, or was he/she always courageous?
 * What does the protagonist learn about him/herself?

Read a variety of stories and interviews from the same time period (Titanic's survivors, slaves, workers, civil rights fighters or children who worked through the depression.)
 * INFORMATIVE / EXPLANATORY: (R) RL.11 / RL.2**
 * What were his/her convictions?
 * What challenges arose when the character (person) followed these convictions?
 * Be sure to cite at least three specific examples from the text to justify your answer. Edit your writing for the grammar conventions studied so far this year.

Create a Venn diagram in your journal of a courageous character compared with a non-courageous, or cowardly character.
 * LITERARY RESPONSE: optional W.11**
 * The differences between courageous and cowardly characters may seem obvious, but there are ways in which these characters are similar.
 * Discuss your insights with a partner or use an online template.

Keep an index card file of words studied while reading about Courageous Characters. Keeping the words on index cards will help you when we sort words by prefix, suffix, root words, meaning, country of origin, spelling feature, and more. Focus on words that help describe the overt and quiet courageousness of characters and historical figures (e.g. bravery, conviction, oppression, etc.).
 * WORD STUDY: (R) RL.4-5**

Write your essay describing an exemplary courageous character. Include some graphics or visuals that demonstrate the setting (either historical or present-day) and publish it so that others can enjoy it. Write an introduction that answers the essential question: How are acts of courage revealed in writing? Edit your writing for the grammar conventions studied so far this year before sharing your work with your teacher. Type or prepare your essay for upload to the classroom blog or a class wiki.
 * REFLECTIVE ESSAY: (R) W.1**

As a class, continue adding to the Mechanics/Grammar bulletin board started in Unit One. Remember-once skills are taught in a mini-lesson and listed on the bulletin board, you are expected to edit your work for these elements before publication.
 * MECHANICS / GRAMMAR WALL: W.1C**
 * Focus on verbs, adverbs, adjectives, adverbs; while reviewing grammar covered in prior units**

As a class, continue adding to the Vocabulary Word Wall bulletin board where, throughout the year, you will add and sort words as you learn them in each unit of study.
 * VOCABULARY/WORD WALL: (R) RL.4**

=Assessments= Reflective Essay Literature Response Grammar and vocabulary teacher-made exams

=BACK to ELA 6=